本篇研究屬於行動研究，在「資訊融入教學」的口號下，利用moodle 系統 建立「十年數木百年數人」教學平台，配合高中數學課程提供線上輔助學習資料， 並搭配討論區之方式輔助學習。 然而同學們的使用率不高，線上學習的成效不彰，無法達到預期的功效。經 過文獻探討的過程，考量線上學習之特性及各種線上學習理論基礎，決定以合作 學習為基礎，遊戲學習為導向，取法即時戰略遊戲之特性，規劃教學策略，設計 一個可以跨班級合作學習的競賽搶答系統，藉以取代平時測驗的教學機制。 在2007 年3~4 月期間，對研究者所任教之台北市立陽明高中一年四班、一 年五班、一年六班進行實驗，藉由實驗法與問卷法驗證此教學策略之教學成效， 結果顯示： 一、客觀成績無法證明線上競賽搶答的教學設計優於傳統利用小考的教學設 計，故得到此跨班級的競賽合作學習方式無法提升成績的結論。然而對 教師而言，可以彌補因經驗上的不足所造成的學習成效差距。。 二、跨班級的競賽合作學習方式無法改變學生的自我學科能力認知。 三、對於程度中上的學生而言，線上學習(課業輔導模式)是較不被接受的。 四、跨班級的競賽合作學習方式無法改變學生的學習態度。 五、此跨班級的競賽合作學習方式可以提升合作學習風氣。

台灣目前已邁入高齡化社會，因高齡人口持續攀升，面對中高齡者認知能力衰退，我們提議利用遊戲的方式進行注意力訓練。相較於一般以娛樂為主要目的的遊戲，悅趣化學習遊戲(Serious Game)是在遊戲設計除時以娛樂為目的外，另附加學習目標，這種遊戲設計方式常廣泛運用於教育、軍事、健康、都市規劃、宗教、工程與政治等領域上，以達成某種訓練或觀察目的。我們以心理學理論為基礎，透過悅趣化學習遊戲在平板電腦上設計了一個系統，邀請年長者分為兩組來擔任此一系統的受試者，並觀察使用我們所設計的遊戲系統前後其注意力變化的狀況。我們在此系統上進行了視覺搜尋(Visual Search)和注意力網絡作業(Attention Network Task, ANT)的前後測驗，並加入了自適應性(Adaptive)及導入干擾(Interference)以觀察受試者排除干擾的狀態。我們觀察此系統是否能影響測試者的認知能力與其影響的程度，並比較受試者之注意力在實驗前後變化是否因遊戲系統而改變。而經過實驗後共有21位高齡受試者完成所有實驗流程，實驗組的受試者經過分析後發現他們在視覺搜尋的在正確率以及在注意力網絡作業中的正確率、警覺性分數和導向性分數皆有顯著的改變，而在實驗後透過問卷調查另可發現高齡受試者對於遊戲學習亦是給予正面的回饋且有意願繼續使用。因此我們認為我們所設計的悅趣化學習遊戲系統能提升高齡受試者的使用意願並進而有效提升其注意力。 / Since the last decade, Taiwan has entered the aging society. However, the proportion of the elderly population has continued to increase in recent years. Our primary purpose is to use serious game as a means of training the attention of the elderly and delay the decline of cognition. Serious game has a primary purpose other than pure entertainment and has been used in the past for various applications such as national defense, education, scientific exploration, healthcare, emergency management, city planning, engineering, religion, and politics. Our goal in this work is to design a customizable serious game based on cognition psychology on the Android tablet PC platform for the elderly. We invited 21 elderly subjects to play the game and perform tests done before and after the playing. In the pre- and pro-tests, we adopted a Visual Search task and the Attention Network Task (ANT) tests to study how the proposed serious game can affect the cognition abilities, especially attention, of a subject. The experimental results reveal that the accuracy of visual search, accuracy of attention network test, scores of alerting and orienting of the participants in the experiment group have significantly improved after the trainings on the serious game system. We also have received positive feedback on the gameplay from the participants, which shows that the proposed system is well accepted and can serve as an effective means for cognition training.

桌上遊戲從休閒娛樂逐漸融入到學校教育，運用巧妙設計的遊戲機制引發學生遊玩意願，進而在愉悅中學習。數位桌遊，一個透過結合數位科技的優勢輔助學習與娛樂的概念隨著教育型桌遊而崛起；然而從產業、學習、娛樂等角度來思考，數位桌遊究竟應具何特性？其體驗是否良好？學習是否有效？透過這些問題，本研究旨在（1）瞭解桌遊產業與玩家對數位桌遊的需求，（2）設計一款體驗供需法則的數位桌遊，（3）評估數位桌遊的遊戲性與學習效益。 首先，本研究運用體驗式學習圈與建構主義等學習理論設計出桌遊《寶島建設》，接著透過訪談桌遊產業各利害關係人了解產業對數位桌遊的想像與需求，透過彙整訪談內容建立數位桌遊的設計指標，最後本研究投入研發數位桌遊與數據分析系統，用以分析學習者的學習歷程與經驗。 本研究共有32位參與者，在進行遊戲期間會採集參與者的操作行為和遊戲資料作為分析，遊戲後會填寫含有心流經驗和遊戲接受度的問卷，並接受遊戲性與學習內容相關的訪談。實驗結果顯示，參與者普遍對《寶島建設》感到滿意，從競標的數據上顯示參與者逐漸掌握資源的價格區間；所開發的數據分析系統亦能發現參與者未達表現的原因，進而對學習者提出有效建議。 總結，本研究成果為（1）透過訪談瞭解桌遊產業對數位桌遊的需求與想像。（2）設計出能體驗與學習供需法則的數位桌遊《寶島建設》，並獲得遊戲參與者們對遊戲體驗正向的回饋。（3）數據分析系統能透過歷程分析了解學習者的困難與障礙，從數據分析圖表裡也可發現學習者逐漸掌握價格區間，這顯示透過數位桌遊《寶島建設》的競標機制能有效學習掌握需求與價格的關係。 / Board games in Taiwan has risen from leisure and entertainment towards teachings in schools, by introducing fascinating game mechanism and theme to enhance student motivation makes learning more fun. Digital board games, a concept combining the advantages of digital technologies to enhance learning and entertaining arose with the rise of educational board games; however, from the aspect of industry, learning and entertainment, what characteristic should digital board game have? Does it create good experience? Is learning effective? Through these question, this research aims to (1) Understand the visions and needs of industry towards digital board game, (2) Design a digital board game to learn the law of supply & demand, (3) Evaluate the learning effectiveness and gameplay. First, the research uses the experiential cycle and constructism learning theory to design the board game Formosa Construction Ltd, then interview several industrial stakeholders to understand the needs and visions of digital board game, through the interviews concluded a design guidelines, finally the digital version of Formosa Consturction Ltd was built along with the data analysis program use to evaluate user experience and learning portfolio in game. Experiments was conducted with 32 participants, gameplay data are collected during gameplay, participants was asked to fill in a questionnaire with flow experience and acceptance, an interview session regarding gameplay and learning will be held after the questionnaire. Results indicate that participants are satisfy with the game, and data collected from auction showed that participants were progressively mastering the price range; The data analysis program was able to find reasons for participants that did not perform well, having chance to provide advice to learners. In conclusion, the research results are (1) Understand the needs and visions of digital board game through interviewing The Taiwan Board Game Industry. (2) Design Formosa Construction Ltd and obtain positive feedback. (3) The data analysis program showed the obstacles learners met through portfolio analysis, auction data analysis also showed participants was progressively mastering the price range, showing that Formosa Contruction Ltd is effective in learning the relation between needs and price.

長期以來，國小圖書館受限於經費及人力的不足，使得其功能無法充分發揮，有些學校圖書館甚至沒有規劃圖書館利用教育的課程，學生雖可到圖書館中自由閱讀，但若不具備找尋圖書的能力，常會因而無法找到自己有興趣的書籍而在廣大的書海中迷失，使圖書館的功能逐漸喪失，因此如何藉由圖書館利用教育課程教導學生找尋書本的能力也就越顯重要。 隨著電腦科技日益發達，學習教材和學習方式也變得多元化，近年來利用遊戲方式進行學習的研究有愈來愈多的趨勢，學者認為若能將遊戲融合教學，將能達到寓教於樂的教學目標。本研究透過實際開發遊戲系統的方式，嘗試以情境學習理論為發展基礎，將擴增實境互動技術應用到圖書館的學習環境上，透過「遊戲互動擴增實境圖書館利用教育學習系統」的建置，來發展創新的圖書館利用教育學習模式，並藉此系統的發展來支援國小圖書館利用教育的實施。 實驗結果顯示利用「遊戲互動擴增實境圖書館利用教育系統」進行學習，各方面成績皆有顯著的進步，且學習成效可排除授課者個人因素之影響，具有穩定的教學品質。另外，本研究所發展的系統，對於高、低分群和場地相依的學習者來說，使用本系統進行學習，其學習成效在「應用型題目」上明顯優於傳統圖書館利用教育，並且可以加強學習者學習動機。除此之外，使用本系統之教學成效不會受到個人使用電腦的熟悉度所影響，因此未來在發展和推廣本系統的同時，不需要考慮學生是否具備良好之基本電腦使用能力。 / Due to the limited budgets and human resources, most libraries in the elementary schools of Taiwan have been unable fully functioned and utilized as its role should be in school organization. Some schools do not plan and provide library utilization education for children. Although students can go to libraries enjoying readings, they are not well trained for search library collection and resources. As a result, they are usually unable to find the books they are interested and easily getting lost in enormous information environment. This study proposes the importance of library usage training as a significant program in elementary school; promoting students’ abilities of finding books they need both for school works and personal interests. With the advance in computer technology, the learning materials and learning methods have become diversified in recent years. In particular, the instruction method of game-based learning has drawn much attention in education research. Many education researchers and scholars think the integration of teaching and games will promotes students’ performances while the learning activities are also functioned as entertaining process. This study attempts to develop educational gaming system on the basis of situated learning theory, adopting the innovative augmented reality interactive technology on the library's learning environment. This study hopes students’ library knowledge of library usages could be promoted through the "Interactive Augmented Reality Games Library Education Learning System." Moreover, the study could develop innovative learning model for elementary schools in library usages as well as to support future implementation programs for elementary library usage education. Experimental results show that students have significant improvement on learning performance after using "Interactive Augmented Reality Games Library Education Learning System." The assessment also showed improvement based on the exclusion of personal factors from teachers. In addition, this system promotes better learning performance and motivation for learners of high and Low graded groups as well as the field-dependent learners in the “application questions” tasks. Moreover, the education effectiveness of this system will not be affected by personal factors such as familiarity on computers skills. Therefore, there would be less consideration on students’ computer skills needed for future adoption on this system in library usage programs.

遊戲式學習已被證實能夠有效提升學習者的學習成效，而遊戲的愉悅度是否設計得越強烈，對學習成效越有幫助，是個值得探索的問題。此外，遊戲過程中，有哪些遊戲設計要素能夠影響學習成效，同時讓學習者在遊戲中亦能夠感到趣味性，進而達到學習目標，值得我們關切。再者，學習的專注力及情緒在學習型遊戲設計中，也是必須納入考量的面向。因此，本研究分別探討兩款在遊戲設計要素上具有顯著差異的英文單字學習APP，對於學習者學習成效、專注力、放鬆度及單字記憶保留上的影響。 本研究以馬祖高中高三的36位學生為研究對象，根據英語字彙前測成績及性別將其隨機分派至兩款在遊戲設計要素上具有顯著差異的英文單字學習APP，進行四週的英語字彙學習。結果顯示遊戲設計要素較低的組別的學習者，在英文單字學習成效、單字記憶保留上的成效均顯著優於遊戲設計要素較高組別學習者，同時放鬆度亦較高，而專注度不如遊戲設計要素較高的組別，且各依變項間彼此有顯著的正相關。此外，本研究亦進一步證實性別差異存在於不同遊戲設計要素的英語字彙學習APP中，在遊戲設計要素較低的英文單字學習APP中，發現女性學習者擁有顯著較優的英語字彙學習成效及記憶保留度。而本研究也發現「符合程度的挑戰性」為設計遊戲式英文單字學習APP時最需要重視的遊戲設計要素。 綜上所述，本研究證實相較於遊戲設計要素較高的高刺激性英文單字學習APP，遊戲設計要素較低的低刺激性英文單字遊戲APP對於學習成效、單字記憶保留上具有較正面的效應。此一結果顯示像英語字彙學習這樣的認知型學習，在遊戲設計上並不適合納入刺激性較高的遊戲設計要素。此外，對遊戲設計者來說，未來設計英文單字遊戲學習APP時，亦應將性別差異納入設計考量，同時儘可能在遊戲娛樂性及教育性中取得平衡。 / Game-based learning has been proved to effectively boost learners’ learning performance, while whether more enjoyment designed in the game brings better learning performance remains unknown. Besides, what game design factors will affect learning performance and simultaneously keep learners interested in the game is also worth investigating. Moreover, attention and emotion are two dimensions which should be taken into account when designing learning games. As a result, this study tries to assess the effects of using two different English vocabulary learning APPs with significantly different game design factors on learners’ performance, sustained attention, meditation, and vocabulary memory retention, respectively. A pilot study was conducted beforehand to examine whether the two considered English vocabulary game APPs differ significantly in game design factors including concentration, feedback, challenges match player skills, control, and immersion. In the formal study, thirty-six Grade 12 students from Matsu senior high school participated in this study. They were randomly divided into two experimental groups based on gender and pretest scores, separately using two English vocabulary game APPs with significantly different game design factors for English vocabulary learning. The study lasted for four weeks. Analytical results show that students using game with lower scores in game design factors generated significantly better vocabulary learning performance, memory retention and meditation level than those using game with higher scores in game design factors, while sustained attention level was lower. Also, they were significantly correlated to one another. Moreover, this study further confirms that gender differences existed among English vocabulary learning games with different game design factors. Girls were found to have significantly better English vocabulary learning performance and memory retention in the game APP with lower scores in game design factors. Furthermore, “challenge matches players’ skill” was found to be the most important game design factor when designing game-based English vocabulary learning APPs. In conclusion, this study confirms that English vocabulary game APPs with lower exciting elements have more positive learning effects on learning performance, memory retention than those with higher scores in game design factors. The result indicates that when designing games, higher exciting game design factors are not suitable for cognitive learning, such as English vocabulary learning. Finally, this study provides suggestions for future game-design developers to take gender differences into consideration when designing English vocabulary learning game APPs, and meanwhile tries to strike the balance between educational purpose and entertainment of the game APPs.